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"Teaching"

This study aims to examine the effectiveness of Subject Specific Pedagogy (SSP) based Problem-Based Learning (PBL) to facilitate the students’ ecological literacy. This research involvedin a Biology Education Program of a Faculty of teaching and Learning Science in a public university in Indonesia. The research used a posttest-only control design. The participants were undergraduate students who had learned or were learning Ecology, as many as 46 students in theexperiment class and 57 students in the control class. The posttestscore of the ecological literacy for the experimental class was 80.77% while the control class was 68.14%. Using an independent t-test, it was indicated that the sig value = 0,00, therefore it might be said that there is difference of ecological literacy between experiment class and control class. Accordingly, it is concluded that the PBL-based SSP affects the ecological literacy of biology education students. © 2018, Universitas Negeri Yogyakarta (Yogyakarta State University). All rights reserved.

This paper briefly introduces the modern apprenticeship system, expounds the modern apprenticeship curriculum system, and conducts in-depth research and analysis on the comprehensive ability of the elevator major students based on the modern apprenticeship system. It has published some suggestions and hopes that it can be applied to the modern apprenticeship system. The application in the elevator professional teaching plays a certain reference and helpful role, and realizes the effective training of students' comprehensive ability. © Published under licence by IOP Publishing Ltd.

The use of authentic texts, including literature, as an English as a Foreign Language (EFL) resource has gained wider currency in classrooms, notably in Europe and Asia, where this integration is being encouraged as linguists acknowledge the vital importance of lexical knowledge to foreign language acquisition. The adoption of communicative language teaching (CLT) methods, pointing to a shift away from teacher- centric models of language pedagogy, has also led to a greater emphasis being placed on the use of authentic texts, including literature, which has, in turn, given rise to debates regarding appropriate teaching techniques, methodology and text selection. In terms of foreign language education in Russia, literature has a storied history of use, although relatively few empirical studies exist on contemporary teacher practices and how these have evolved in the post-Soviet era. Indeed, as teaching practices evolve to incorporate authentic texts in EFL education in Russia, it is important for all stakeholders to understand what texts are actually being used in classrooms and in what way. To address this gap, data, as part of an exploratory study, was collected from 152 Russian EFL teachers via a semi-structured questionnaire. The results show that while Soviet teaching practices continue to influence, to some extent, teaching approaches and text selection with regard to literature in language education (LLE), there are notable shifts in teachers' attitudes towards learner interest and ability that reveal evolving teacher priorities and motivation. © 2018 Voprosy obrazovaniya / Educational Studies Moscow.

Purpose: The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified. Design/methodology/approach: A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus group, reflection of the client and for self-reporting their reflections. Findings: It was found that the assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments developed by Gulikers et al. (2004), however, there were challenges noted by the students and clients. Students reported attaining some of the competencies identified in the HRM graduate competency profile but needing reinforcement for more confidence. While the students felt that they benefitted, one major challenge of the authentic assessments was the heavy workload. Practical implications: Graduate programs in HRM may be producing students without the relevant competencies and the confidence to perform, partly because approaches to teaching and learning and in particular design of assessments may not be sufficiently practical. The findings of this study can provide support for more authentic assessments in professional business education programs. Originality/value: Few cases studies exist on application of authentic assessments to mastery of competencies in developing countries. This contributes to the discussion on competency-based education and authentic learning, with particular reference to developing country contexts. © 2018, Emerald Publishing Limited.

This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond. © 2017 Elsevier Ltd

Nursing practice courses are the most formative part of nursing education. Through practice, nursing students apply, validate, and clarify theories taught in class. Recently, research on the application of mobile devices in nursing practice courses has advanced rapidly. An e-book system that integrates text, audio, and images can improve a learner's attention, interest, and creativity. Few studies have explored e-book use in education in regional health centers, and studies that have approached this topic have focused only on the data search and retrieval aspects. To address this gap, the current study introduced an e-book system that integrated project-based learning and authentic learning into a community health nursing practice course. Analysis results of a 3-week experiment indicated that the diverse functions, multimedia features, and convenience of the e-book system not only increased learning interest and motivation but also improved learning effectiveness. However, the cognitive load imposed on nursing students using the e-book system also increased, because they were required to create and edit teaching materials for a new health care education method. © 2018 International Forum of Educational Technology & Society (IFETS).

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teaching methods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youth work and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitative research. © 2018, University of Ljubljana. All rights reserved.

Introduction. The article reveals the problem of theoretical substantiation and experimental verification of Content-based Active Speaking Technology which contributes to the formation of foreign language communicative competence in students of non-philological training profiles. The goal of the article is to analyze the application efficiency of this technology within the framework of foreign language (English) classroom at the university. Materials and Methods. The methodological basis of the study was the communicative and competence approaches to foreign language teaching. The research methods include questioning, observation, and test-based assessment of undergraduate non-philological students. Results. The Content-based Active Speaking Technology (CAST) is an effective means of gradual formation of foreign language communicative competence in students of non-philological profiles, provided that the following conceptual ideas are implemented: the language is used as a whole without its division into grammatical or lexical phenomena; tasks are concentrated on the content, but not on the form; the main emphasis in the learning process is not on the language tools necessary to solve the task, but on the task itself, especially its content; the process of studying a foreign language is considered by the authors as the transition from the form to the sense of speech phenomena and to the students' verbal creativity. The article gives a detailed description of the steps, methods and forms of training used in CAST. Conclusions. The conducted study confirmed the effectiveness of the use of Content-based Active Speaking Technology for the phased development of all components of the foreign language communicative competence in students of non-philological training profiles during foreign language classes. © 2011-2018 NSPU Bulletin. All rights reserved.

Learning Architectures in Higher Education restores criticality and rigour to the study of communities of practice as a means of understanding learning, acknowledging that this is one of the most influential and widely used theories of learning to emerge during the last 30 years but one that has been misapplied and diluted. Jonathan Tummons explores communities of practice theory, looking at how its focus on learning as apprenticeship can be understood, providing the reader with a conceptual framework for making sense of learning as a social practice as distinct from an individual, psychological process. Tummons looks at how communities of practice theory needs to be reconfigured to take account of the insights provided by other theoretical models and then applies his critically and theoretically reworked perspective to two distinct higher education contexts, providing critical and powerful tools for examining learning and teaching practices. © Jonathan Tummons, 2018. All rights reserved.

The paper makes a case for the development of social activity in students of pedagogical universities whose future professional responsibilities will include the facilitation of the teaching process at educational institutions in accordance with the Federal State Educational Standard, which sees education as a high-scale sociocultural phenomenon that is based on the individual's social activity. In view of the requirements placed by the modern educational system, one of the necessary factors in the training of trainee teachers is the encouragement of their social activity. The paper argues for the significance of the relevant research based on the review of academic literature in the context of the modern higher education system.; El documento justifica el desarrollo de la actividad social en estudiantes de universidades pedagógicas cuyas futuras responsabilidades profesionales incluirán la facilitación del proceso de enseñanza en las instituciones educativas de acuerdo con el Estándar Educativo Estatal Federal, que considera la educación como un fenómeno sociocultural de gran escala. que se basa en la actividad social del individuo. En vista de los requisitos establecidos por el sistema educativo moderno, uno de los factores necesarios en la formación de los profesores en formación es el fomento de su actividad social. El documento defiende la importancia de la investigación relevante basada en la revisión de la literatura académica en el contexto del sistema moderno de educación superior. © 2018.; © 2018.